Read words with -s, -ed, and -ing endings
When to use this goal
For students who read base words but misread or drop endings, which shows in oral reading as jump for jumped and in comprehension of tense. Base the choice on an inventory of inflected words.
- Baseline
- Score the whole word; keep a separate tally of base-word errors versus ending errors. Record how the student handles -ed, since reading every -ed as a separate syllable is the most common pattern. Include words where the ending changes the vowel reading (hoping versus hopping).
- Tips
- Teach the student to find the base word first. The doubling and drop-e condition connects decoding to the spelling rules taught in the same lessons. The passage condition checks that endings are read in context, where they are easiest to skip.
- Limits
- The three sounds of -ed are hard to score precisely for some speakers; accept close pronunciations if the ending is present. Ending errors in passages can also be dialect features; distinguish decoding errors from spoken-language patterns. Does not measure rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-014.
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Goal
By the annual IEP review date, given a list of 20 unfamiliar words with the endings -s, -es, -ed, and -ing added to one-syllable base words, the student will read each word aloud, including the ending independently with at least 90% accuracy on inflected words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 45% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Phonics & Decoding.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Phonics & Decoding
- Baseline
- 45% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given a list of 20 unfamiliar words with the endings -s, -es, -ed, and -ing added to one-syllable base words, the student will read each word aloud, including the ending independently with at least 90% accuracy on inflected words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a list of 20 unfamiliar words with the endings -s, -es, -ed, and -ing added to one-syllable base words
- Behavior
- The student will read each word aloud, including the ending independently
- Criteria
- With at least 90% accuracy on inflected words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on inflected words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a list of 20 unfamiliar words with the endings -s, -es, -ed, and -ing added to one-syllable base words, the student will read each word aloud, including the ending independently with at least 90% accuracy on inflected words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.